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All Journal International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Muaddib: Journal of Islamic Teaching and Learning
Nurasma Ila Ismail
Institut Agama Islam Negeri Ternate, Indonesia
Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences

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The Role of Philosophy of Science in Developing Students’ Critical and Creative Thinking Skills Rifadli Amin DG. M; Nurasma Ila Ismail; Mustamin Giling
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 1 (2026): March
Publisher : International Islamic Studies Development and Research Center (IISDRC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67055/csnkcb83

Abstract

The era of disruption, marked by technological revolutions, an information explosion, and complex social dynamics, calls for the emergence of Muslim intellectuals who are not only religious but also adaptable, critical, and creative. This article aims to analyze the strategic role of the Philosophy of Science course in developing students’ critical and creative thinking patterns as a foundation for building adaptive intellectual capacity. The research employs a qualitative approach using the case study method, involving participatory observation in Philosophy of Science classes, curriculum document analysis, and in-depth interviews with fifteen students and five instructors. The research findings indicate that effective Philosophy of Science instruction serves as a metacognitive toolkit that empowers students, first to conduct critical analysis of the structure of knowledge, underlying assumptions, and the validity of arguments, whether in religious texts or contemporary issues; second, to develop intellectual creativity by formulating philosophical questions, mapping scientific problems in a multidisciplinary manner, and envisioning alternative solutions. The implications of this study indicate that the philosophy of science plays a very important role in fostering critical thinking among students, although in practice, some instructors still limit students’ thinking by relying solely on a single argument.
Online Learning Evaluation of Islamic Education Using Context, Input, Process, Product Model Rifadlin Amin; Dewi Ratna Bian; Nuruh Fathina F. Hamid; Nurasma Ila Ismail; Nurfitri Salamah; Samlan Ahmad; Abdurahman Hi Usman
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 1 (2026): (January) Theme Education, Religion Studies, Social Sciences, STEM and Economic D
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i1.641

Abstract

The digital transformation in higher education has driven a paradigm shift from conventional learning models to the integration of information technology, including Islamic Education courses. This study aims to evaluate the implementation of online learning in Islamic Education at universities by applying Stufflebeam’s evaluation model of Context, Input, Process, and Product. A mixed-methods approach was employed, involving lecturers and students as research participants. Data were collected through questionnaires, in-depth interviews, observations, and document analysis. The findings indicate that online learning in Islamic Education is considered effective in terms of context and input, yet faces significant challenges in process and product. Student participation levels are relatively high but remain suboptimal, with major obstacles including technological access gaps, diverse digital competencies among lecturers, and the reduction of affective values in learning. Cognitive learning outcomes were achieved satisfactorily, while affective and psychomotor domains showed declining quality compared to face-to-face learning. The study recommends strengthening lecturers’ digital literacy, developing blended learning models, and reformulating evaluation systems capable of measuring competencies holistically. These findings contribute to the development of adaptive and meaningful Islamic Education policies in the digital era.
Co-Authors Abdurahman Hi Usman Dewi Ratna Bian Mustamin Giling Nurfitri Salamah Nuruh Fathina F. Hamid Rifadli Amin DG. M Rifadlin Amin Samlan Ahmad